The cognitive/developmental theories of Jean Piaget and John Dewey assert that people learn by doing and that they grow intellectually by tackling demanding problems. It is this active, problem-solving orientation that is central to a cognitive/developmental approach to composition teaching. Six core principles can serve as guides for composition teachers who want to apply the approach to their classrooms. The key is to provide holistic writing tasks with genuine aims and audiences in mind. The second principle is to emphasize writing as a process without making the process sound too easy or simplistic. Third, composition classes should facilitate social interaction, reflecting the real purpose of writing--correspondence, collaboration, and communication. The fourth principle for teachers to follow is to recognize the importance of student attitudes; and the goals of this principle are to eliminate apprehension about writing and to get students to willingly invest their energies in composing. Fifth, teachers should extend student language facility, using such teaching techniques as free writing and sentence combining. Finally, teachers need to deal forthrightly with student writing errors, helping students learn from their mistakes. (RL)